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PubMedDate not supplied

Long-term speech and language disorders subsequent to closed head injury in children.

The speech and language functioning of a group of 20 children (aged 8-16) who had sustained a closed head injury at least 12 months previously were assessed with the purpose of developing a comprehensive profile of the type and severity of the long-term speech/language disorders exhibited by this group. The subjects were administered a battery of speech/language assessments including an articulation/phonological assessment; oromotor assessment; overall language test and specific language skills assessments. Performance of the head-injured group was compared to that of a group of non-neurologically impaired accident victims matched for age, sex and socioeconomic status. Overall language performance scores of the head-injured group were found to be significantly lower than achieved by the control group.

Adolescent↗
PubMed2003

The history of written language disorders: Reexamining Pitres' case (1884) of pure agraphia.

The first clinical description of pure agraphia was reported by the French neurologist Pitres in 1884. Pitres used the case study evidence to argue for modality-specific memory representations and the localization of writing. This article reviews Pitres's contribution to the study of acquired writing disorders, the components of writing models and the cerebral localization which subserve writing, in light of the views entertained by his contemporaries and current authors. Although numerous cases have been reported throughout this century, the view that writing can be impaired while other language functions and motor activities remain intact is still challenged.

Agraphia↗
PubMed1980

Children's language disorders: recent research advances.

Between 3 and 8% of preschool children in Britain and the United States are delayed in their language development by more than a year below the normal range. Evidence suggests that such children are particularly impaired in acquiring syntactic and morphological rules, although well-defined syndromes of impaired language development have not yet been determined. The effects of preschool impairments in language development on subsequent school achievement are significant: 60% of these children are in special classes for the learning impaired at 9 years of age. Auditory processing deficits have been demonstrated in language-impaired children, but the contributions of such deficits to language development difficulties have yet to be determined. While autistic children have severe cognitive disorders and visual and auditory perceptual disturbances, the difficulties of nonautistic language-impaired children seem confined more to language expression and comprehension. Recent neuropsychological evidence concerning brain organization for language behavior suggests that these children have deficiencies in language functions which normally depend on left hemisphere functioning.

Achievement↗
PubMed2005

Poor frequency discrimination is related to oral language disorder in children: a psychoacoustic study.

Some children have difficulty in perceiving differences between sounds, even though they have normal hearing sensitivity, and it has been suggested that such problems could lead to difficulties in language and literacy development. Poor ability to distinguish sounds on the basis of frequency (perceived as pitch) has been described in poor readers on a variety of auditory processing tasks. The aim of the present study was three-fold: to determine whether children with specific language impairment (SLI) have difficulty discriminating frequency, whether this deficit is specific to the frequency domain, or part of a more general auditory impairment, and whether it is linked to reading or oral language ability. The performance of a SLI group (N = 15) and a control group with normally developing oral language matched for age and intelligence (N = 18) was compared on a frequency discrimination task and a control task testing intensity discrimination. The children with SLI consistently demonstrated significantly poorer performance on the frequency discrimination task, but not on the intensity discrimination task. Frequency discrimination thresholds were not related to reading ability in either group. This study provides evidence for a basic auditory deficit in children with SLI, regardless of their reading ability.

Auditory Perceptual Disorders↗
PubMed1996

Teaching reading to disabled readers with language disorders: a controlled evaluation of synthetic speech feedback.

In a long-term study two groups of language and reading impaired students (N = 15 + 15) were reading with the aid of segmented speech-feedback in a computerized program. One group received feedback that was simultaneously segmented visually and auditorily into syllables, the other received feedback by letter names. In both groups subjects were expected to synthesize segments into words and to compare their synthesis to whole word feed-back subsequently provided by the computer. They worked for half a lesson (approximately 20 minutes) a day for a total of 40 days. During this period the experiment groups progressed more in reading than a control group of age and reading-level-matched students (N = 35) who received traditional remedial instruction. The group in the syllable condition gained slightly more in non-word reading and in syllable segmentation than did the letter group. Differences in gains in reading abilities were not explained by differences in age, but to some extent by initial level of phoneme and syllable awareness. Future applications of the speech-feedback system are discussed.

Achievement↗
PubMedDate not supplied

Language disorders and learning disabilities in school-refusing adolescents.

OBJECTIVE: We undertook this study to test the hypothesis that school-refusing adolescents hospitalized on an inpatient psychiatric unit have more language and learning disabilities than diagnosis-, age-, and sex-matched psychiatric controls. METHOD: The Woodcock-Johnson Tests of Achievement-Revised (WJTA-R), the WISC-R, the Adolescent Language Screening Test, the Clinical Evaluation of Language Fundamentals-Revised, and the Test of Language Competence (TLC) were given to a group of well-characterized, primarily depressed school refusers and matched psychiatric controls. RESULTS: We found that school-refusing adolescents had significantly lower WISC-R verbal intelligence scores, lower Math and Written Language subscale scores on the WJTA-R, and lower scores on the TLC than nonrefusers. School refusers were found to have a significantly higher incidence of both language impairments and learning disabilities than controls. CONCLUSIONS: We infer that academic and communicative frustration and the adolescent's resulting inability to meet the academic and social demands in the school environment may play a role in the etiology of school refusal.

Adolescent↗
PubMed1991

Familial aggregation of a developmental language disorder.

This paper investigates the etiology of developmental dysphasia and its linguistic properties. Data are presented that suggest that at least some cases of dysphasia are associated with an abnormality in a single dominant gene. The results of a series of tests on a large three-generation family, in which half of the members have dysphasia, are reported. These results show that abstract morphology is impaired in these subjects. It is argued further that the data are consistent with the hypothesis that the dysphasics learn the feature-marked lexical items of language as unanalyzed lexical items. They do not have the underlying capacity to learn language by constructing paradigms.

Adolescent↗
PubMed2006

[Repetition of pseudo-words in Spanish children with specific language disorder: a psycholinguistic marker].

AIMS: To analyze whether repetition of nonwords (NWR) is a good method to differentiate between Spanish-speaking children with specific language impairment (SLI), children with normal language development (NL), and children with articulation disorder (AD), and to study whether phonological and syllabical characteristics, which are present in nonwords used in this task, are compatible with a SLI explanation on the basis of the temporal auditory limitation. PATIENTS AND METHODS: Eighteen 5- and 6-year-old children with NL, 19 with SLI, and 19 with AD, performed verbal tasks (principally, lexical and verbal memory tasks), and two NWR tasks: one is formed by four nonwords series with frequent syllables, in accordance with the analysis of syllable frequency in Spanish, and the other task is formed by nonwords with infrequent syllables. RESULTS: Like in English, NWR is the best method to differentiate children with SLI and children with NL; yet children with a minor impairment, like AD, show deficits in this task. Therefore, this disorder could be considered as an 'intermediate zone' between NL and SLI. Then it seems that AD is not an unmixed impairment of production only, since in its origin there are difficulties linked with the formation of the phonological representations of the words. CONCLUSIONS: With regard to syllable frequency, results do not support the explanation on the basis of temporal auditory limitation in Spanish. Results are discussed in relation to other explanations: general limitation of processing, with special incidence of the phonological working memory, and connectionist perspectives.

Articulation Disorders↗
PubMed1995

Lexical properties, prosody, and syntax: implications for normal and disordered language.

This paper is primarily about sentence processing in neurologically intact subjects--but carries with it the underlying message that though both grammatical and on-line analyses of agrammatism have borne considerable fruit, there is much about the efforts from normal psycholinguistics that has yet to find its way into investigations of aphasia. We describe some of our psycholinguistic work and show how it has influenced our work in aphasia. This work involves three different kinds of information that the human sentence processing system appears to exploit: (1) lexical properties, particularly those having to do with verbs; (2) syntactic operations that connect one position in the sentence to another, nonadjacent position; and (3) prosody, which is often overlooked but which may turn out to be crucial to accounts of both normal and disordered sentence processing. Finally, we suggest that lexical properties interact with prosody to help the parser in its initial analysis.

Aphasia, Broca↗
PubMed1984

Local cerebral metabolic rates of glucose in movement and language disorders from positron tomography.

Positron-computed tomography with [18F]fluorodeoxyglucose to measure glucose metabolism has shown changes in the brain distant to a focal area of infarction, demonstrating that what appears as a focal abnormality represents a more widespread functional process. Several approaches are presented to better understand quantitative metabolic data and focus on caudate and basal ganglia function. Area-to-area correlations in Parkinson's and Huntington's diseases showed decreases in the number of cortical relationships compared with control subjects, suggesting that the basal ganglia are involved with the ability of cortical regions to function together. In aphasia, caudate metabolism correlated with several language measures that suggested a role in some undefined basic process, seemingly related to Broca's area function. The studies presented suggest that the caudate may involve integrating the processing of language and cognition with the execution of the resulting response. Motor and cognitive function seem related to similar and overlapping brain systems. The disruption of such systems may result in loss of both cognitive and motor aspects of a function.

Aphasia↗
PubMed1995

The assurance of things hoped for: coping behavior of children with language disorders in a process-writing environment.

This article describes the experience of first- and second-grade students as they put together the pieces of literacy knowledge necessary for each to discover a writing process that produces readable work. Woven into the description is the unfolding of the author's own understanding of how to help her students make sense of the literacy code.

Adaptation, Psychological↗
PubMed1996

1995 IPA/Bayer Research Awards in Psychogeriatrics. Bihemispheric language disorders in early-stage dementia of the Alzheimer type: evidence from a novel metalinguistic task.

Because dementia of the Alzheimer type (DAT) is commonly characterized by bilateral cerebral atrophy, we examined the issue of higher linguistic abilities lateralized to the right cerebral hemisphere (RH) in earlystage DAT. A modified version of an insertion task was administered to 14 patients with probable DAT, 8 right-hemisphere brain-damaged (RHD) patients, 8 left-hemisphere brain-damaged (LHD) patients, and 28 normal elderly (control, CTR) right-handed subjects. The task consisted of presenting the subjects with 53 well-formed sentences; in each a word or syntagm had to be inserted grammatically. Twenty-eight word/syntagm insertions required grammatical role reassignment of a lexical item in the stimulus sentence (shift, sensitive to RHD); 25 insertions implied only semantic reinterpretation of the target sentence (nonshift, sensitive to LHD). The three pathological groups were relatively and similarly impaired on standard aphasia assessment. The performances of the DAT patients, controlled for global cognitive verbal proficiency, verbal cognitive skills, and mood, were found to be significantly worse than the performances of the CTR group on both insertion subtests, whereas there were no significant differences between the DAT and RHD subjects on the shift items or between the DAT and LHD subjects on the nonshift items. Similarly, no differences were noted between the RHD and CTR nonshift scores, or between the LHD and CTR shift scores. On the other hand, the LHD group outscored the RHD group on the shift insertions. A comparison between the two insertion subtests revealed that only the RHD and DAT groups performed significantly worse on the shift than on the nonshift items. Results are consistent with other anecdotally reported RH-specific language-related disorders in early DAT and replicate previous findings of bihemispheric extralinguistic disturbances in these patients.

Aged↗
PubMed1998

Neural basis of an inherited speech and language disorder.

Investigation of the three-generation KE family, half of whose members are affected by a pronounced verbal dyspraxia, has led to identification of their core deficit as one involving sequential articulation and orofacial praxis. A positron emission tomography activation study revealed functional abnormalities in both cortical and subcortical motor-related areas of the frontal lobe, while quantitative analyses of magnetic resonance imaging scans revealed structural abnormalities in several of these same areas, particularly the caudate nucleus, which was found to be abnormally small bilaterally. A recent linkage study [Fisher, S., Vargha-Khadem, F., Watkins, K. E., Monaco, A. P. & Pembry, M. E. (1998) Nat. Genet. 18, 168-170] localized the abnormal gene (SPCH1) to a 5. 6-centiMorgan interval in the chromosomal band 7q31. The genetic mutation or deletion in this region has resulted in the abnormal development of several brain areas that appear to be critical for both orofacial movements and sequential articulation, leading to marked disruption of speech and expressive language.

Brain↗
PubMed1978

Syntax influences the accuracy of consonant production in language-disordered children.

Nine children with restricted syntactic and phonological development repeated 20 target consonants embbedded in noun phrase, simple declarative, and passive structures to determine the influence of syntactic complexity on accuracy of consonant production. The children made significantly more errors in the sentence contexts than in the noun phrase context. This was found for both early-developing and late-developing consonants. However, the ratio of the number of distinctive feature modifications to the number of consonant errors showed that segmental errors were not produced as less exact approximations of the target consonants. Instead, the children simply made more errors of a predictable type, suggesting that the effect of syntax on accuracy of consonant production is quantitative rather than qualitative.

Child, Preschool↗